Unit 1 Our living planet-Project 教案-2025-2026学年高中英语译林版选修第一册

Unit 1 Our living planet-Project 教学目标和重难点 1. 教学目标 Language Ability: Master environmental vocabulary and express views on environmental protection in English. Thinking Quality: Develop critical thinking to analyze environmental issues. Cultural Awareness: Understand global environmental cooperation. Learning Ability: Cultivate autonomous and cooperative learning skills in project practice. 2. 教学重难点 Key Points: Master core environmental vocabulary and sentence patterns; complete an environmental protection project report”, environmental. Difficult Points: Use English flexibly to analyze environmental problems and put forward practical solutions in project design. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by showing a short English video about the beauty of the earth and the current environmental problems, such as plastic pollution in oceans, deforestation and air pollution. After playing the video, the teacher asks several guiding questions in English: “What beautiful scenes of the earth have you seen in the video?” “What environmental problems are mentioned?” “As senior high school students, what can we do to protect our living planet?” Then, organize students to have a free discussion in pairs for a few minutes, and invite 2-3 groups to share their ideas in English. Design Intention: The video can intuitively show the beauty of the earth and the urgency of environmental protection, which helps to attract students’ attention quickly and arouse their emotional resonance. The guiding questions and pair discussion can activate students’ prior knowledge about environmental protection, both in Chinese and English, and lay a foundation for the subsequent project learning. Meanwhile, it can exercise students’ oral expression ability in simple English and build their confidence in speaking. Project Introduction: Clarify Tasks and Requirements The teacher introduces the project task of this unit clearly in English: “In this project, we will work in groups to complete a ‘Small-Scale Environmental Protection Promotion Plan’. Each group needs to choose a specific environmental issue (such as plastic reduction, energy conservation, protection of wild animals, etc.), investigate the current situation of the issue, analyze its causes and harms, and put forward practical solutions. Finally, each group will make an English presentation to show their plan to the whole class.” Then, the teacher explains the specific requirements of the project in detail: First, each group should have 4-5 members, and divide the tasks reasonably, such as leader, investigator, data collector, writer and presenter. Second, the project should be completed in English, including the investigation report, PPT and presentation. Third, the content should be practical and feasible, and closely related to our daily life. Fourth, the presentation should be fluent and clear, with appropriate body language. After that, the teacher shows a sample of a simple environmental protection promotion plan in English on the screen, including the structure: Project Theme, Current Situation, Causes and Harms, Solutions, and Promotion Measures. The teacher analyzes the sample briefly to help students understand the structure and key points of the project. Design Intention: Clarifying the project task and requirements at the beginning can help students establish a clear learning goal and know what they need to do in the whole teaching process. The division of group tasks can cultivate students’ sense of cooperation and responsibility, and ensure that each student can participate in the project. The sample plan can provide a reference for students, help them understand the specific form and content of the project, and reduce their confusion in the initial stage of project design. Language Input: Master Core Vocabulary and Sentence Patterns Since the project needs to be completed in English, the teacher first guides students to learn the core vocabulary and sentence patterns related to environmental protection, which is the basis for completing the project. First, the teacher presents the core vocabulary on the screen, including nouns (pollution, deforestation, waste, energy, wildlife, recycle, reuse, reduce), verbs (pollute, destroy, protect, conserve, promote, advocate), adjectives (environmental, sustainable, harmful, renewable, eco-friendly) and phrases (take measures to do sth., pay attention to, play a role in, cut down on, be responsible for, in order to). For each word and phrase, the teacher gives a clear English explanation and a practical example related to environmental protection, such as “Pollution refers to the act of making air, water, soil, etc. dirty and harmful. For example, the plastic waste pollutes the ocean and harms marine life.” Then, organize students to read the words and phrases aloud twice, and ask them to make simple sentences with 2-3 words or phrases in pairs to consolidate their memory and usage. Next, the teacher introduces the key sentence patterns commonly used in describing environmental issues and putting forward solutions: ① The current situation of... is worrying. ② The main causes of... are... ③... has caused great harm to... ④ We should take effective measures to... such as... ⑤ It is everyone’s responsibility to... ⑥ If we..., we can... The teacher explains each sentence pattern in English, gives examples, and guides students to practice substituting different environmental issues into the sentence patterns. For example, “The current situation of plastic pollution is worrying. The main causes of plastic pollution are the overuse of disposable plastic products and the lack of recycling awareness. Plastic pollution has caused great harm to marine organisms. We should take effective measures to reduce plastic use, such as using reusable bags and bottles.” In addition, the teacher recommends some simple English environmental articles and short videos to students, and asks them to read and watch after class to accumulate more relevant expressions and materials for the project. Design Intention: Language input is the premise of language output. Mastering the core vocabulary and sentence patterns related to environmental protection can help students express their ideas accurately and fluently in the process of completing the project, avoiding the embarrassment of lacking words. The practice of making sentences and substituting sentence patterns can help students flexibly use the learned language knowledge, and lay a solid language foundation for the subsequent project practice. Recommending extracurricular materials can expand students’ knowledge and enrich their project content. Group Collaboration: Design and Complete the Project This part is the core of the teaching process. Students work in groups to complete the “Small-Scale Environmental Protection Promotion Plan” under the guidance of the teacher. First, group division and task assignment. The teacher divides students into groups of 4-5 according to their English level and personality, ensuring that each group has students with different strengths (such as students who are good at oral expression, students who are good at writing, students who are good at collecting data). Then, each group elects a leader, and the leader organizes the group members to discuss and divide the tasks: investigator (responsible for investigating the current situation of the selected environmental issue, such as investigating the use of disposable plastic products in the school), data collector (responsible for collecting relevant data, pictures and English materials about the issue), writer (responsible for writing the project report in English according to the investigation results and collected data), and presenter (responsible for making PPT and preparing for the English presentation). Second, theme selection and discussion. Each group discusses and determines a specific environmental theme. The teacher walks around the classroom, listens to the discussion of each group, and gives guidance when necessary. For example, if a group is hesitant about the theme, the teacher can suggest themes such as “Reducing Disposable Plastic Products in Our School”, “Saving Electricity in Daily Life”, “Protecting the Campus Environment” and so on, which are close to students’ daily life and easy to investigate and implement. After determining the theme, each group discusses the investigation methods, such as questionnaire survey, on-site observation, interview with teachers and students, etc., and makes a simple investigation plan in English. Third, investigation and data collection. Under the organization of the group leader, the group members carry out the investigation according to the determined plan. For example, the investigator of the group with the theme “Reducing Disposable Plastic Products in Our School” can observe the use of disposable plastic bags and lunch boxes in the school canteen, and distribute English questionnaires to students to understand their awareness of plastic reduction. The data collector collects relevant English materials, such as the harm of disposable plastic products, the methods of plastic reduction, and related pictures and videos. During this process, the teacher provides timely help to students, such as helping them translate difficult sentences in the questionnaire, guiding them to find reliable English data sources, and solving the problems encountered in the investigation. Fourth, writing the project report and making PPT. The writer of each group organizes the investigation results and collected data, and writes the project report in English according to the structure of the sample plan. The report should include Project Theme, Current Situation (with specific data and examples), Causes and Harms (analyzed in detail), Solutions (practical and feasible), and Promotion Measures (how to promote the environmental protection plan in the school or community). The other group members assist the writer in revising the report, checking the grammar, spelling and logic of the English expression. At the same time, the presenter makes PPT in English, which should be concise, clear and visually appealing, including key content of the report, pictures and short videos. The teacher checks the report and PPT of each group, points out the problems and puts forward revision suggestions, such as improving the accuracy of English expression, enriching the content of solutions, and optimizing the layout of PPT. Design Intention: Group collaboration is an important part of project-based learning, which can cultivate students’ cooperative learning ability and communication ability. Reasonable group division and task assignment can give full play to the strengths of each student and improve the efficiency of project completion. The process of theme selection, investigation, data collection, report writing and PPT making can exercise students’ practical ability, problem-solving ability and autonomous learning ability. The teacher’s guidance and help can ensure that the project goes smoothly and improve the quality of the project. Project Presentation: Show and Evaluate After each group completes the project, the class carries out the project presentation activity. Each group sends 1-2 presenters to give an English presentation, which lasts for 5-8 minutes. The presenters introduce the group’s project plan in detail, including the theme, investigation process, results, solutions and promotion measures. During the presentation, other students listen carefully, take notes, and can ask questions in English after the presentation. The presenters answer the questions patiently in English. After all groups finish their presentations, the teacher organizes the evaluation activity. The evaluation includes three parts: self-evaluation, peer evaluation and teacher evaluation. First, each group conducts self-evaluation: the group leader introduces the strengths and weaknesses of the group’s project, and the problems encountered in the process of completing the project and how to solve them. Second, peer evaluation: each group evaluates other groups’ presentations and projects, focusing on the accuracy of English expression, the practicality of the plan, the fluency of the presentation and the creativity of the solutions, and fills in the English evaluation form. Third, teacher evaluation: the teacher summarizes the overall situation of each group’s project, affirms the strengths of each group (such as fluent English expression, practical solutions, creative PPT), points out the common problems (such as incorrect grammar, unclear logic, insufficient data), and gives specific improvement suggestions. At the same time, the teacher selects the excellent projects and commends them, encouraging all students to learn from them. Summary and Extension: Consolidate and Apply First, the teacher summarizes the whole teaching process in English: “In this class, we have completed the ‘Small-Scale Environmental Protection Promotion Plan’ project. We have learned the core vocabulary and sentence patterns related to environmental protection, worked in groups to investigate environmental issues, designed practical solutions, and shown our projects. Through this project, we not only improved our English ability, but also enhanced our awareness of environmental protection.” Then, the teacher puts forward the extension task: “After class, each group should revise the project report and PPT according to the evaluation suggestions, and promote their environmental protection plan in the school or community. For example, you can post English posters, give small speeches in English in the class meeting, or organize environmental protection activities (such as collecting plastic waste). At the same time, keep a diary in English to record your environmental protection actions and feelings, and share them in the next class.” In addition, the teacher encourages students to pay attention to environmental issues in daily life, actively participate in environmental protection activities, and use the English knowledge they have learned to communicate and promote environmental protection concepts, so as to realize the integration of language learning and practical application. Design Intention: The summary can help students sort out the knowledge and skills learned in the class, consolidate the learning effect. The extension task can extend the project learning from the classroom to daily life, realize the transfer and application of knowledge, and let students truly apply the learned English knowledge to practice. Encouraging students to participate in environmental protection activities can further enhance their environmental awareness and sense of social responsibility, and achieve the goal of cultivating core literacy. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $